Chinese physical education pre-service teachers’ beliefs and knowledge regarding self-regulated learning

Social Sciences

• Chinese 100%
• Teacher Knowledge 100%
• Pre-Service Teacher 100%
• Teacher Beliefs 100%
• Physical Education 100%
• Self-Regulated Learning 100%
• Mainland China 29%
• Learning Strategy 23%
• Self-Regulation 5%
• Qualitative Method 5%
• Teacher Learning 5%
• Quantitative Method 5%
• Rasch Model 5%
• Teacher Education 5%
• Management by Objectives 5%
• Mathematics 5%
• Self Discipline 5%
• English 5%
• Learning Experiences 5%
• Teaching Experience 5%
• Teacher Education Program 5%
• Interview Protocol 5%

Keyphrases

• Preservice Teacher Beliefs 100%
• Physical Education 100%
• Self-regulated Learning 100%
• Mainland China 31%
• Pre-service Teachers 31%
• Learning Strategies 18%
• Belief Consistency 18%
• Experience Training 12%
• Pedagogical Training 12%
• Self-regulation 6%
• Inconsistency 6%
• Teaching Experience 6%
• Learning Experience 6%
• Rasch Model 6%
• Teacher Education Programs 6%
• Motivation 6%
• Metacognition 6%
• Self-directed 6%
• Teacher Training 6%
• PE Teachers 6%
• Unique Characteristics 6%
• Self-regulated Learning Strategies 6%
• Beliefs about Learning 6%
• Self-monitoring 6%
• Interview Protocol 6%
• Knowledge Relationship 6%
• Follow-up Interviews 6%
• Interviewer 6%
• Self-control 6%
• Self-reliant 6%
• External Regulation 6%
• Thematic Coding 6%
• Beliefs about Teaching 6%
• Sequential Mixed Methods Design 6%
• Emotion Behavior 6%
• Cultural Adaption 6%
• Socio-culture 6%
• Co-regulation 6%
• Spruce 6%
• Cyclic Model 6%
• Regulation Types 6%
• Social Adaption 6%
• Quantitative Methods 6%
• Teaching-learning 6%
• Learning Concept 6%
• Academic Subject 6%
• Pre-service PE Teachers 6%
• Self-recording 6%

Psychology

• Physical Education 100%
• Teacher Education 100%
• Self-Regulation 50%
• Qualitative Method 50%
• Mixed Methods 50%
• Education Program 50%
• Goal Setting 50%
• Thematic Coding 50%
• Rasch Analysis 50%
• Rasch Model 50%
• Influencing Factor 50%